Mathematics teachers’ learning: a conceptual framework and synthesis of research
 Lynn T. Goldsmith,
 Helen M. Doerr,
 Catherine C. Lewis
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How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide highquality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. We offer a synthesis of this research, guided by Clarke and Hollingsworth’s (Teach Teach Educ 18(8):947–967, 2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas. We report the results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers’ professional learning.
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 Title
 Mathematics teachers’ learning: a conceptual framework and synthesis of research
 Journal

Journal of Mathematics Teacher Education
Volume 17, Issue 1 , pp 536
 Cover Date
 20140201
 DOI
 10.1007/s1085701392454
 Print ISSN
 13864416
 Online ISSN
 15731820
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Professional development
 Mathematics
 Teacher learning
 Inservice teachers
 Authors

 Lynn T. Goldsmith ^{(1)}
 Helen M. Doerr ^{(2)}
 Catherine C. Lewis ^{(3)}
 Author Affiliations

 1. Education Development Center, Inc., 43 Foundry Avenue, Waltham, MA, 02463, USA
 2. Syracuse University, 215 Carnegie Building, Syracuse, NY, 13244, USA
 3. Mills College, 5000 MacArthur Blvd., Oakland, CA, 94613, USA